| Since the publication of CECR (for trial implementation) in2004, a new round of CETR has been implemented for near a decade. However, the practices prove that the success of CETR is to a large extent determined by CE teachers’ beliefs and attitudes directed by those beliefs. Many researches have been carried out about teachers’ beliefs and fruitful achievements have been reached. But the issues existing in current CE teaching are closely related to teachers’ beliefs, which leave room for further and deeper research. Moreover, the authority and administrative are planning to reform NMET, which will definitely bring change to CE teaching and CE teachers’ beliefs.This research chooses104CE teachers from three universities of Hubei, Shanxi, and Chongqing, the central and western region, as the subjects, and it is conducted through questionnaire and interview. The aim of the research is to know the status quo in CE teachers’ belief system; analyses of the problems teachers have with their beliefs are also done and some solutions are discussed. The questionnaire employed consists of two parts. The first part is CE teachers’ belief inventory, which adopts the dimensions of teachers’ beliefs from Calderhead and is adapted from Horwitz’s BALLI (1985), Richards&Lockhart’s Teachers’ Inventory(1996) and Lou’s Teacher Belief Inventory (Lou&Liao,2005). The five dimensions are teachers’belief about EFL, teaching, learning, students, and teachers themselves. The second part is about teachers’job satisfaction and career plan, which is adapted from Lv Guoguang’s doctoral dissertation (2004). Four teachers from the subjects participate in the semi-structured interview, the data collected further prove and supplement the information elicited from the questionnaire. The whole research lasts for two months, and the quantitative data collected are processed via Predictive Analytics Software (PASW) Statistics17.0.The research has the findings as follows:Firstly, CE teachers have a generally open belief system consistent with the humanistic view advocated by CETR. Traditional view and humanistic view coexist in the belief system, which takes on complexity and dynamic nature. Secondly, teachers’beliefs don’t show significant difference in the social variables such as gender, academic degree, and university type of graduation and years of service. However, male teachers have a moderately higher belief level than female teachers; teachers with master’s degree have higher belief level than those with bachelor’s degree; teachers graduating from normal universities have the highest belief level, and teachers with a background of polytechnical universities rank lowest in teachers’beliefs. Teachers serving for5-10years and20years and above have higher belief level, while teachers serving for11-20years have a downward tendency in belief, with group of16-20years at the bottom. Thirdly, as to job satisfaction, CE teachers have a low statistics, mainly due to heavy workload in teaching and doing research as well as lack of effective in-service training and support. Most of the teachers agree that the future of CE is ESP, but few of them are motivated in upgrading degree and joining in doctoral programs.According to the research findings and in view of the current CE teaching situation, the author proposes some suggestions.(1)Universities and departments should render support for CE teaching and CE teachers’development in policy and finance, and establish an objective and feasible mechanism of TPD and evaluation.(2) Advocate various teaching and research activities of TPD, such as reflective teaching and action research, cooperative teaching and cooperative research and foster life-long learning perspective and habit in CE teacher.(3) The society needs to give significance to CE teaching and guarantee teachers social status and income. A learning society is also advocated. |
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